Racing with their legs tied : parents returning to postsecondary education

"Racing with their Legs Tied: Parents Returning to Postsecondary Education" explore les différents facteurs qui poussent les parents québécois retournant aux études post-secondaires à perséverer ou à abandonner. Cette thèse reflète l'intérêt renouvelé pour l'apprentissage des adultes qui s'est développé au niveau national, mais aussi international. Ceci étant dit, nous avons utilisé dans ce mémoire une approche biographique qui propose un regard compréhensif sur les différents facteurs pouvant affecter l'expérience des parents retournant au cégep. Notons cependant qu'il est difficile de trouver au Québec des analyses détaillées sur les expériences de la population étudiée dans cet mémoire: les adultes avec enfants à charge. Les dix parents étudiés ici proviennent d'un échantillon plus important de 234 cégépiens ayant participé au projet: « Les parcours scolaires en science et en technologie au collégial ». Cette étude, menée par Pierre Doray, est qualitative et longitudinale par son approche. Les entrevues réalisées durant ce projet étaient semi-structurées. Pour les besoins de notre mémoire, l'analyse des entrevues avec les parents a respecté l'approche de la « théorisation ancrée ».\ud En accord avec les principes de la « théorisation ancrée », aucune hypothèse spécifique n'a été utilisée lors de l'analyse des données. Après l'analyse de chaque cas individuel, nous avons développé une typologie, basée sur le concept de carrière scolaire. Cette typologie sert à souligner la manière dont un ensemble de facteurs se combinent pour déterminer les résultats scolaires spécifiques. Nous avons ensuite organisé l'éventail des facteurs influençant les expériences scolaires des parents par temporalité. Les facteurs qui ont déterminé les carrières scolaires des Cégépiens, incluant leurs résultats, sont liés davantage à leurs expériences en cours au Cégep plutôt qu'à celles de leur passé. En effet, c'est leur agentivité individuelle qui explique principalement leurs résultats, laquelle s'est traduite par leur capacité à satisfaire à la fois les exigences des programmes du Cégep et la conciliation famille-école. Leur origine sociale et leurs expériences scolaires antérieures n'étaient pas déterminantes. Notons que les défis de l'équilibre famille-école étaient une réalité présente dans toutes leurs expériences, mais ils ne constituent la cause directe du départ du programme que dans deux cas seulement. Enfin, même si les aspirations futures des parents déterminent leurs motivations et leurs projets scolaires actuels, elles n'influencent pas directement leurs résultats scolaires. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Éducation des adultes, Agentivité, Carrières éducatives, Approche parcours de vie

Entre hier et demain : carrières et persévérance scolaires des adultes dans l’enseignement technique

Considérant les différentes temporalités comme des ressorts ou des sources possible de l’action sociale, les auteurs examinent comment elles influent sur la persévérance et la non-persévérance scolaire des étudiants et étudiantes en retour aux études dans l’enseignement technique. Ils remarquent d’abord que le futur est au coeur du projet de retour aux études, qui est, pour tous les étudiants, axé sur la mobilité professionnelle ou l’amélioration des conditions de vie. Par la suite, ils cernent les caractéristiques de l’expérience scolaire en cours, avec la présentation de six carrières étudiantes. L’expérience scolaire mène à des départs du programme ou au décrochage. La logique de la reproduction s’exerce : les héritages et les acquis antérieurs, tel un capital de dispositions et de compétences mobilisables dans les études, ont une influence déterminante sur le déroulement de celles-ci. La plupart de ces adultes ont éprouvé des difficultés que tous n’ont pas surmontées.Treating different time horizons as a capacity or possible source of social action, the authors examine how these notions affect the level of assiduity of mature students who go back to school for technical training. The study identifies the future as being at the heart of any return to studies. All students see training as a route to job advancement and improved living conditions. The authors then describe the characteristics of the educational experience, for six student trajectories and document that the experience in school leads students to leave the programme or to drop out. A logic of reproduction is revealed : an inherited and previously acquired capital of capacities and competences that can be mobilised for schooling is determinant in how the return to school unfolds

Integrative Processing of Verbal and Graphical Information During Re-reading Predicts Learning from Illustrated Text: An Eye-Movement Study

Printed or digital textbooks contain texts accompanied by various kinds of visualisation. Successful comprehension of these materials requires integrating verbal and graphical information. This study investigates the time course of processing an illustrated text through eye-tracking methodology in the school context. The aims were to identify patterns of first- and second-pass reading and to examine whether the integrative processing of text and picture during the less automatic and more purposeful second-pass reading predicts learning, after controlling for reading comprehension, prior knowledge, and self-concept. Forty-three 7th graders read an illustrated science text while their eye-movements were recorded. A cluster analysis revealed two processing patterns during the first-pass reading, which differed for the time spent on the main concepts in the text and picture. During re-reading, two patterns of stronger and weaker integrative processing emerged. Integration of verbal and graphical information was revealed by the frequency of second-pass transitions from text to picture and from picture to text, and the duration of picture re-inspecting while re-reading text information (look-from text to picture) and re-reading text information while re-inspecting the visualised information (look-from picture to text). A series of hierarchical regression analyses indicated that only the patterns of integrative processing during the second-pass reading uniquely predict verbal and graphical recalls, and the transfer of knowledge. The study provides evidence that the delayed processing which integrates text and graphics contributes to text retention and the application of newly learned knowledge, over and above individual characteristics. The educational significance is outlined

Permanent indwelling peritoneal catheters for palliation of refractory ascites in end-stage liver disease: a systematic review

Background and aims The incidence and mortality from end‐stage liver disease is increasing, with a minority eligible for liver transplantation. Ascites is the commonest complication of end‐stage liver disease and large volume paracentesis (LVP) the accepted management strategy where refractory to medical treatment. In malignant ascites, permanent indwelling peritoneal catheters (PIPC) are an established palliative intervention. The aims are to describe available data using permanent indwelling peritoneal catheters in refractory ascites due to end‐stage liver disease. Methods Using systematic review methodology, databases were searched (MEDLINE, EMBASE, CINAHL [The Cumulative Index to Nursing and Allied Health Literature], Google Scholar and Cochrane Database of Systematic Reviews from inception‐March 2018), for studies combining ascites and palliative care. Inclusion and exclusion criteria were applied to results. Results Following initial and updated searches, 225 studies were identified for full text review, 18 were eligible for final analysis. The studies displayed heterogeneity in design, reported on different indwelling catheters and were overall of low quality. Only one pilot randomised controlled trial was identified, of PIPC versus LVP, recruiting one patient into each arm. Technical insertion success was 100%, with low rates of non‐infectious complications (<12%), none life threatening. Rates of bacterial peritonitis were not unacceptably high (12.7%), considering this was an end‐stage liver disease population and only a minority utilising long‐term prophylactic antibiotics. Only one study attempted quality‐of‐life assessments; none addressed potential health economic benefits. Conclusions Despite lack of well‐designed studies, preliminary data suggests low significant complication rates; however safety and efficacy of permanent indwelling peritoneal catheters in end‐stage liver disease remains to be confirmed. Further prospective randomised controlled trials are warranted, potentially translating permanent indwelling peritoneal catheters into improved palliative care in end‐stage liver disease

Reading with induced worry: The role of physiological self‐regulation and working memory updating in text comprehension

Background. An interplay of emotional and cognitive aspects underlies academic performance. We focused on the contribution of such interplay to text comprehension. Aims. We investigated the effect of worry on comprehension and the role of two potential moderators of this effect: physiological self-regulation as resting heart rate variability (HRV) and working memory updating. Sample. Eighty-two seventh graders were involved in a quasi-experimental design. Methods. Students read an informational text in one of two reading conditions: to read for themselves to know more (n = 46; low-worry condition) or to gain the highest score in a ranking (n = 36; high-worry condition). Students’ resting HRV was recorded while watching a video of a natural scenario. The executive function of working memory updating was also assessed. After reading, students completed a comprehension task. Results. Findings revealed the moderating role of HRV in the relationship between induced worry and text comprehension. In the high-worry condition, students with higher resting HRV performed better than students who read under the same instructions but had lower HRV. In contrast, in the low-worry condition, students with higher resting HRV showed a lower performance as compared to students with lower HRV. Finally, working memory updating was positively related to text comprehension. Conclusions. Our findings indicate that the cognitive component of anxiety, that is, worry, plays a role in performing a fundamental learning activity like text comprehension. The importance of physiological self-regulation emerges clearly. In a condition of high worry, higher ability to regulate emotions and thoughts acts as a protective factor

Webpage reading: Psychophysiological correlates of emotional arousal and regulation predict multiple-text comprehension

This study aimed to investigate psychophysiological responses while reading multiple webpages on a debated topic. We measured heart rate (HR) as an index of emotional arousal and heart rate variability (HRV) as an index of emotional regulation. Forty-seven lower secondary school students in grade 7 read four webpages varying for reliability and position on the topic of the potential health risks associated with the use of mobile phones, while their cardiac activity was registered. Post-reading performance of multiple-text comprehension at intertextual level was measured by an essay, which was coded for sourcing (reference to the source information and connection with its content) and argumentation on the topic. Results showed that the type of webpage did not differentiate HR and HRV while reading. However, HR and HRV predicted comprehension across texts as reflected in argumentation, after controlling for prior knowledge and reading comprehension. Specifically, HR was a negative predictor and HRV a positive predictor; the less the students were emotionally reactive to the content read and the more they were able to self-regulate while reading, the greater their multiple-text comprehension, such as the ability to argue about the debated topic. Theoretical and practical contributions of the study are discussed

The Role of Inhibition in Conceptual Learning from Refutation and Standard Expository Texts

conceptual change, expository text, inhibition, refutation text, science learning

Transitions - Note 2

Note complète ; Résumé ; Capsule 2 : L'accès inégal des influence des « EPG » à l'éducation postsecondair